PENGARUH REGULASI EMOSI TERHADAP STRES PADA MAHASISWA BARU DAN MAHASISWA LAMA DI UIN AR-RANIRY BANDA ACEH

Abstrak

Penelitian ini bertujuan untuk menganalisis pengaruh regulasi emosi terhadap stres mahasiswa, serta membandingkan perbedaan tingkat stres antara mahasiswa baru dan mahasiswa lama di UIN Ar-Raniry Banda Aceh. Penelitian menggunakan pendekatan kuantitatif dengan desain asosiatif dan komparatif. Sampel berjumlah 109 mahasiswa yang dipilih melalui teknik purposive sampling, terdiri dari 54 mahasiswa baru (semester 1–2) dan 55 mahasiswa lama (semester 5 ke atas). Instrumen yang digunakan adalah skala DASS-21 (Lovibond & Lovibond, 1995) untuk mengukur stres dan Emotion Regulation Questionnaire (ERQ; Gross & John, 2003) untuk mengukur regulasi emosi. Analisis data menggunakan regresi linier berganda dan uji beda independen (independent samples t-test). Hasil penelitian menunjukkan bahwa cognitive reappraisal dan expressive suppression secara simultan berpengaruh signifikan terhadap tingkat stres (F = 136,820; p < 0,001; R² = 0,721). Secara parsial, hanya cognitive reappraisal yang berpengaruh negatif dan signifikan (B = -0,571; p < 0,001), sedangkan expressive suppression tidak berpengaruh signifikan (B = 0,002; p = 0,980). Hasil uji komparatif menunjukkan terdapat perbedaan tingkat stres yang signifikan antara mahasiswa baru dan mahasiswa lama (t = -4,048; p < 0,001), di mana mahasiswa lama (M = 7,78; SD = 5,435) memiliki tingkat stres lebih tinggi dibandingkan mahasiswa baru (M = 4,39; SD = 2,923).

This study aims to analyze the effect of emotion regulation on stress among university students, as well as to compare differences in stress levels between new students and senior students at UIN Ar-Raniry Banda Aceh. A quantitative approach was employed with an associative and comparative design. The population consisted of 22,455 active students at UIN Ar-Raniry Banda Aceh. The sample consisted of 109 students selected through purposive sampling, comprising 54 new students (semesters 1–2) and 55 senior students (semester 5 and above), determined using the Slovin formula with a 10% margin of error. Data were collected using the DASS-21 scale (Lovibond & Lovibond, 1995) to measure stress and the Emotion Regulation Questionnaire (ERQ; Gross & John, 2003) to measure emotion regulation. Stress scores were obtained by summing the 7 stress subscale items directly without multiplying by two, yielding a score range of 0–21. Data analysis was conducted using multiple linear regression and independent samples t-test. The results showed that cognitive reappraisal and expressive suppression simultaneously had a significant effect on stress levels (F = 136.820; p < .001; R² = .721). Partially, only cognitive reappraisal had a significant negative effect on stress (B = −.571; p < .001), while expressive suppression showed no significant effect (B = .002; p = .980). The comparative analysis revealed a significant difference in stress levels between new and senior students (t = −4.069; p < .001), with senior students (M = 7.78; SD = 5.435) categorized as moderate stress, while new students (M = 4.39; SD = 2.923) were categorized as low stress based on hypothetical norm categorization. These findings suggest that enhancing cognitive reappraisal ability may serve as an effective approach to help students, particularly senior students, manage stress more adaptively.